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CHAPTER I

INTRODUCTION

I. Background of the Study

Biology is an immense field in the world. Since bio means life, it covers all
living things and all stuff connected to living things. As a matter of fact, biology
can further be subdivided into many branches such as botany, biochemistry,
pathology, zoology, pharmacology, ecology, microbiology and a lot more. The
extensiveness of the field of Biology makes the course BS-Biology very
promising. The enormity of the field of Biology is directly proportionate to the
work opportunities awaiting the BS-Biology graduates.

BS-Biology as one of the most promising courses in College opens an


avenue for the world of employment. A Biology degree can open the door to
opportunities in an environment or laboratory-based sciences, or provide the
necessary credentials to succeed in professional world. Biology provides
fascinating and satisfying work for individuals seeking discovery and knowledge
of his or her world. College graduates with four-year degree are directly
employed in many fields, such as Biotechnology, Pharmacology, Environmental
Science, Research, and Laboratory Technology. Furthermore, biology remains
as one of the strongest areas for employment and may lead, with further
education, to high paying careers such as Medical Doctor, Dentist, Optometrist,
Ph. D. in Biology or Research. Biologist has the best jobs in the world. (Jobs
Related Almanac, n.d.). As a matter of fact, when ranked among other
occupations, Biologist came out number one. (Krantz, n.d.)

By the year 1997, Universidad opened the BS-Biology program. The


pioneering batch, comprising three students graduated by the year 2001 and five
more batches graduated from the year 2003 up to 2008.
The researcher poses the questions; where are they, what happened to
them and do they enjoyed the above-mentioned professions that a BS-Biology
graduate should have? As the graduate leave the academe and start to face the
real world, they could tell the competition for employment is very tough. This
toughness in competition could turn the graduate in either of the two categories;
first, as being employed and the second as being unemployed. Which has the
higher percentage, the employed or the unemployed? Though BS-Biology
graduates are employable in many fields, how come there are graduates who
were not employed? Where can the problem are attributed to? May it be on the
students themselves, or to the curriculum? This research will evaluate the
competency of the BS-Biology graduates of USI in the employment world. This
research may also determine the points of weakness of the program through the
status of the graduates. Therefore, the data generated may be used for the
application of curriculum enrichment and intervention programs, and trainings to
further improve the BS-Biology program of USI in order to create graduates that
are highly employable and skillful. Another reason why the researcher chose this
type of research is to make BS-Biology of USI marketable, and hopefully make
good recommendations that would be very beneficial to the succeeding BS-
Biology students and the University as well.

Statement of the Problem


What are the statuses of the BS-Biology graduates, batch 2001-2008 in terms of?

1. Employment

a. Employed

b. Unemployed

c. Self-Employed

1. Sector of Employment

a. Government

b. Private

c. Self-Employed

1. Job Relation to the Course Finished

a. Bio-Related

b. Non Bio-Related

1. Post-Graduate Studies Pursued

a. Methods of Teaching

b. Master’s Degree

c. Doctor’s Degree

d. College of Medicine

e. Other Undergraduate Courses

1. Felt Needs in the Career

a. Job Satisfaction

b. Monthly Salary

c. Specialization

Significance of the Study


The researcher strongly believes that the results and findings of this study maybe
beneficial to the following:

School Administrators. This study would be a basis for the School Administrators
to plan for a revision or strengthening of the BS-Biology curriculum that would made
BS-Biology highly competitive in many areas such as Biotechnology, Environmental
Science, Laboratory Technology, Teaching profession, and Medicine.

Placement Officer. Outcome of the study may require the University’s Placement
Officer to establish linkages with local, national, and international institutions and
other employment sites for BS-Biology graduates.

Alumni Association. The Alumni Association maybe provided with a record on the
whereabouts of BS-Biology graduates of USI.

Teachers. The teachers may also improve their teaching strategies that would
develop disciplined and highly competitive students and graduates.

Parents. Parents may also realize their significant roles in their children’s studies
and mold them to be competitive.

BS-Biology Students. These students would be benefited if the BS-Biology would


be revised and strengthened.

Scope and Delimitation


Thirty-four graduates sent questionnaires. The graduates were expected to

return the accomplished questionnaires on or before February 8, 2010. The

questionnaires revolved on the whereabouts of BS-Biology graduates with regards

to their employment status, sector of employment, post-graduate studies pursued,

and felt needs in the career. In case of graduates’ long distance, the researcher

reached them through text messaging, phone calls and e-mail.

Hypothesis

1. Most of the respondents are employed.

2. Few are pursuing graduate course or wanted to take Bio specialization and

others took another course.

3. Most of the employed individuals are working in private sectors.

4. Most of the respondents feel the need for more training, skills, and majority of

those agreed that the USI must enhance its curriculum the BS-Biology

course.

Definition of Terms

For the purpose of clarity, the following terms were defined:


Tracer Study A study that traces the present status of the

graduates.

Employed All persons who have work or job. This would also

include those who are on-leave due to illness,

vacation, or other reasons. Also, those persons

supposed to report to work within 30 days from the

date of answering the questionnaires are included.

Underemployed All persons who are working but the type of work

are not related to the course finished. This also

includes those who are working below 8 hours per

day.

Unemployed All persons who have no work at all.

Post-graduate studies This includes the courses that are taken after

graduation such as Methods of Teaching, Masters

Degree, Doctor’s Degree, and College of

Medicine. This also includes other undergraduate

courses.

Self-Employed People who have established their own business.

CHAPTER II

REVIEW OF RELATED LITERATURE


I. Related Literature

Nobody should say that biology majors have no future. As a matter of fact, there
are numerous career paths that a biologist can follow including research, health
care, environmental management and conservation, biotechnology, laboratory
technology, and education. (What do biologists do? N.d.). By the year 2005, the
demand for biologists was expected to grow by 27%. (DSSCI:S as a C, n.d.).
Expectations for the biologists are high especially with the new discoveries and
new technologies in the field of life science that are spontaneously arising. Just
as the 20th century was the Century f Chemistry and Physics, the 21 st is predicted
to be the Century of Biology. (Is there a demand for biologist? n.d.).

The new trends in biology in the present times are the reinvention of the old
biological fields combining their scientific training with interests in other fields
such as Biotechnology, Forensic Science, Politics and Policy, Business, and Art.
(New directions in biological careers, n.d.).

As working individuals, how much can a biologist earn? Data from a 2005 US
Bureau of Labor Statistics report show that the field of life sciences has a mean
of annual salary that ranges from $60,000 up to $103,000 depending upon the
years of service, experience, and the sectors of employment. Higher salaries are
found in private companies.

There are also work opportunities awaiting biology graduates and degree holders
here in the Philippines and abroad. Ateneo de Manila University’s School of
Science and Engineering invites MS or PhD degree holders sent applications for
tenure track positions last April or June 2007. The positions available for
application were Biotechnology, Cell and Molecular Biology, Genetics,
Microbiology, and Zoology. (Biology/Chemistry Tenure Positions, 2007). There
are also several opportunities for deserving young microbiologists. (Hedreyda,
2007).
In spite of the immensity of the field of biology and work opportunities awaiting
the biology majors, many graduates have difficulty seeking, securing, and
maintaining employment. This is the major downfall of this individual in the
community and is especially unfortunate for those who have been through an
extensive educational program. (Brolin, 1995). This is the primary reason why
many graduates came up unemployed.

The problem of unemployment and underemployment comes now in the picture.


Michelozzi (1990) mentioned that as a result of population increase, scientific
and technological developments, and the emergence of information society, full
employment in the old sense may never be seen again. Due to overpopulation,
competition for works became tough. Clark (1995) states that not everyone who
wants to work can obtain neither work, nor anyone who obtain work be employed
in the work of his or her choice. Some job sounds good but the salary may not be
very satisfying. Another job pays very well, but the work sounds dull and
disagreeable.

Jones (1996) states that getting a good job is a challenge. Competition for job is
tough. That’s why graduates should strive very hard if they want to have a job of
their own choice. Gastilo (2007) also mentioned that, “Getting a good job is not
all about presenting the transcript of records with the highest grades reflecting on
it. It also includes charm, wit, skills, capacity, and of course determination.”
(personal communication, February 28, 2007).

II. Related Studies

A number of studies pertaining to status of graduates were reviewed.

According to the follow-up study (cited in the study of Gonzales, 2002) on the
College of Liberal Arts of the Baliuag Colleges with implications to curriculum
improvement, she found out that 102 graduates have varied employment, thrity-
six in private firms, eighteen in government office, twenty are self-employed and
twenty-seven are unemployed. Majority of the fifty-four graduates who were
employed in both government offices and private firms are teachers. The rest
were on part-time job as tutors, farmers, business men, salesmen, clerk,
volleyball referee, and music trainer. (Rivera, 1991).

Another study made by Operio (1997, as cited in Gonzales’ study, 2002) gave
the conclusion that the education graduates in Pasacao, Camarines Sur from
1960 to 1995 are successful in their profession and are teaching in line with their
training and skills. Specially, 96.10% of them are employed. Also, she found out
that majority of the respondents are engaged in piggery as a secondary
economic activity to augment their income. Fifteen percent of the graduates are
pursuing advance studies.

The job of the 1983 to 1997 graduates of the Camarines Sur Institutes of
Fisheries & Marine Science (cited in the study of Gonzales, 2002) are not related
to fishery education because the graduates believe that having any job is better
than having no job at all. Out of 94 graduates, only thirty-eight are employed, the
rest are self-employed and majority of the female graduates are house keeper.
Thirty-two pursued College after the technical course and majority of them took
up BSE and BSEEd. (Bicamong et al., 1998).

The Camarines Sur Agricultural College’s graduates from 1990 to 1995 were
also followed up by Ibarlin (1998) and found out that majority of the graduates of
the said school year were employed in private agencies and occupy varied
positions in both agricultural and non-agricultural jobs. These graduates
contributed moderately to the political, social, economical and technical aspect of
the country.

Capellan (1999) conducted a tracer study on the employment of Computer


Science graduates of Computer Arts and Technological College from 1993 to
1998. The study revealed that out of 105 respondents, seventy-five were
employed in private and government office; twenty-two were unemployed and
eight were self-employed and majority of the respondents acquires their first job
through their own initiative. The others got it through recommendations of friends
and parents; majority landed in their jobs 106 months after graduation; most of
the employed graduates were adequately compensated for their work; majority
were employed in jobs related to their degrees.

Escleto (1999) made an assessment of the Philippine Normal Univesity Lopez


Campus graduates from batch 1983 to 1998 with respect to their status that
includes teaching assignment, performance in teaching, leadership skills in the
community and achievements in the form of promotions, awards, and
scholarships. Findings revealed that the teaching assignments of majority of the
graduates were in line with their field of specializations. The said graduates
showed high performance ratings, good leadership skills in the community, and
have considerable numbers of achievements in the form of promotions, awards
and scholarships.

Villasanta (1999) conducted a tracer study of the graduates of Basud National


High School, Daet, Camarines Norte, from 1980 to 1988. The study determined
the profile, objectives and problems affecting the agricultural production projects
of the said graduates. The study revealed that majority of the respondents’
income was higher than the minimum wage of P180 per day.

Enciso (2000) made a study on the contributions of Dahat Vocational High


School graduates to community developments affected in the community brought
about by the graduates’ political activities and positions held in the local
government, agricultural and entrepreneurial projects initiated and socio-
agricultural participation.

Gonzales (2002) made a follow-up study on the graduates of College of Physical


Therapy of USI with implication to curriculum improvement. The results revealed
that 44.88% are unemployed, 30.70% were underemployed, and 24.41% were
employed.

Lucilo (2006) made a tracer study on the graduates of The USI CTed Department
graduates batch 2001-2002 to 2005. The results showed that 21.62% were
employed and 78.37% were unemployed.

CHAPTER III

RESEARCH DESIGN

Methodology

The descriptive method of research to determine the status of USI BS-Biology


graduates batch 2001- 2008 in terms of employment, sectors of employment,
post-graduate studies pursued and felt needs in the career.
Data Gathering

A research-made questionnaire was used as an instrument of the research.


Some portion were adapted from the tracer studies made by the USI
Research and Development Center; and the Department of Science and
Technology entitled, “The Standard of Achievement of CTed Department
Graduates S/Y 2001-2002 to 2005 Employability Prospects” and “DOST
Scholar Graduates Tracer,” respectively. The questionnaires were given to
the graduates personally or were sent to their respective residential and e-
mail addresses. The accomplished questionnaires were expected to be
returned within a week either personally or via e-mail.

The interview was also used as a research instrument. The interviews


conducted were personal and via phone call. The mobile phone number of
the researcher was posted on the instruction section of the questionnaire. The
respondents were instructed to send a text message informing the researcher
if they cannot return the accomplished questionnaire at the expected time so
that the researcher may do a phone interview.

The Questionnaire

The questionnaire has been used in the research. The questionnaires were
composed of the cover letter which states the purpose and objectives of the
research; the instruction which states the proper ways of filling out the
questionnaires, other ways of accomplishing the questionnaires and how to
send it back to the researcher. The questions were categorized into four.
First, the demographic profile which requires the basic profile of the
respondents but to be filled out optionally. Next, the employment history that
requires the information regarding the present work status of the graduates,
the sectors of employment, and the relevance of the job to the course
finished. The third part was the post-graduate studies pursued by the
graduates, in particular, after graduation. Finally, the needs felt of the
graduates in the career.

Statistical Treatment

There was no statistical treatment used in the data analysis since the
research was descriptive. The data were interpreted using frequency
distribution and percentage computation. The data from the instrument were
tabulated and presented in frequency distribution and graphical forms with
brief description and interpretation.

CHAPTER IV
THEORETICAL AND CONCEPTUAL FRAMEWORK

Conceptual Framework

In this study, the researcher would try to find out the decision that the
graduates made after accomplishing the BS-Biology course as to what
employment they obtained and their needs as working professionals, or the
post-graduate course they pursued.
According to Mankiw (2004), there are four principles regarding how people
make decision. Namely, (1) People Face Tradeoffs; (2) The Cost of
Something is What You Give Up to Get It; (3) Rational People Think at the
Margin; and lastly (4) People Respond to Incentives.

The first principle, People Face Tradeoffs, is summarized in the adage,


“There is no such thing as free lunch.” To get one thing that we like, we
usually give up another thing that we like. Making decision requires trading off
one goal against another. A student may decide to allocate his most valuable
resource which is time. A student may spend all his time for studying Biology
or Chemistry, or divide his time between the two fields. For every hour he
spends on one subject, he is giving up an hour he could have spent on the
other. And for every hour he spends studying, he is giving up an hour that he
could have spent working on a part-time job.

The second principle, The Cost of Something is What You Give Up to Get It,
states that because people face tradeoffs, making decisions require
comparing the costs and benefits of alternative courses of action. A decision
may be whether to pursue a post-graduate study. The benefit is intellectual
enrichment and a life time of better job opportunities, but the cost will be
considered. Time is the largest cost of pursuing a post-graduate study. When
the students spend a year listening to lecture, reading books, and writing
paper, he cannot spend that time working on a job.

The third principle, Rational People Think at the Margin, states that decisions
in life are rarely black and white but usually shades of gray. Margin means
edge, and the marginal changes are adjustments around the edges. In many
situations, people make the best decisions by thinking at the margin. A
graduate most likely to decide to spend extra years in school to pursue a
post-graduate study because an extra year would offer marginal benefits such
as higher wages throughout life and sheer joy of learning; and the additional
costs that would be incur such as tuition and the foregone wages while in
school.

The fourth principle, People Respond to Incentives, states that people make
decisions by comparing the cost and benefits. Their behavior may change
when the cost of benefits change. A college graduate would decide to hunt for
job immediately after graduation because pursuing a post-graduate study
would be very costly. Since getting a job would immediately bring incentive, a
graduate may disregard the option of pursuing a post-graduate study.

It is in the perspective that the four principles on how people make decisions
are applicable in this research. The result may show what principle prevails
than the other. Will it be the People Face Tradeoffs; The Cost of Something is
What You Give Up to Get it; Rational People Think at the Margin; or People
Respond to Incentives?

III. Paradigm of the Study


CHAPTER V

PRESENTATION, INTERPRETATION

AND ANALYSIS OF DATA

I. Data and Interpretation


Out of 34 BS-biology graduates, questionnaires sent to the respective
residential and e-mail addresses; 18, which accounts to 52.94% of the
total population of BS-Biology graduates of USI, responded. 15 of which,
accounting to 83.33% of the total number of respondents accomplished
the questionnaire through e-mail; three, which accounts to 16.67% were
interviewed via phone call and test messaging.

A. DEMOGRAPHIC DATA

2001 – No respondents
2002 – No bio Graduates
2008 – No respondents

EMPLOYMENT
Employment
Status f %
Gov. B. SECTORS
Bio Related 1 6%
OF
Non- bio 4 22%
Private
Bio related 0
Non- bio 9 50%
Unemployed
4 22%
Total 18 100%
EMPLOYMENT

Figure 2 shows that out of 18 BS-Biology graduates; 14, which accounts to 78%
were employed, where in the divided for the Private that almost 50% of the
graduates are employed for non-Bio related and % for Bio related, compared to
Government Sector: were only 1% had a job related to Bio and 22% for non Bio
related….And the remaining 4, which accounts to 22% were unemployed.
C. EMPLOYMENT AND UNEMPLOYMENT PERCENTAGE

As shown in Figure 3, 10 out of 15 respondents were categorized as employed,


unemployed and self-employed. Fourteen of which or 78% were in fourteen of
which were employed in private and one, 0.05% for government sectors; and the
3 other respondents, were are accounts to 16.7% are categorized for
unemployed, were in one or 0.05%of it is self-employed.

D. SALARY SATISFACTION
The frequencies are the number of employed with their corresponding salary,
two has a 5,000 –below salary and 4 received 5,001 – 10,000 and they are not
satisfied with those amounts, not like they other 8 who received 10,001 – 20,000
and above are satisfied.
Statements m % Interpretation Rank
Strongly
1 16 0.89% disagree 9th
Strongly
2 26 1.45% disagree 11th
Strongly
3 21 1.17% disagree 12th
Strongly
4 26 0.89% disagree 9th
Strongly
5 17 0.74% disagree 10th
6 45 2.50% Disagree 7th
7 55 3.06% Agree 1st
8 52 2.89% Disagree 2nd
9 44 2.44% Disagree 4th
10 36 2.00% Disagree 8th
11 38 2.11% Disagree 6th
12 39 2.16% Disagree 5th
13 46 2.56% Disagree 3rd
Table 1. Degree of Agreement on how the employed respondents acquired their
jobs.
The Employed respondents were asked to rank their degree of
agreement as 4, 3, 2, or 1 that corresponds to strongly agree, disagree, and
strongly disagree, respectively. Based from their responses, it revealed that
the University Placement Office has helped the least on how the graduates
got the job. 99.9% of the respondents strongly disagreed that both the USI
Placement Office and the Government office, media advertisement,
recommendations from former teachers and from the dean had helped them
in finding a job. Majority of the employed respondents disagreed that it was
through the recommendations from relatives and friends that they are
experientially ready and technical preparedness, and they were exposed in
the field as a student and that credentials were the major help in getting a job.
But it reveled in the study that the top 3 of those reasons stated that the
employed were skilled for the job, they were ready emotionally and the 1st in
rank, that it was through their own efforts to find a better job even it was not
related nor not related in the course.

Table 2. Mismatch question where the explanations why their job are not
related to the field of study.

MISMATCH for
the JOB f Rank
1 8 1st
2 6 3rd
3 5 4th
4 7 2nd
5 4 5th

The explanations/reasons why the existing jobs of the graduates are not
related to the Biology course on the mismatch table was ranked in top three
highest responses. The top three ranking were as follows: (1) no job opening
related to their training and study, (2) that they are lack in professional
eligibility requirements, and (3) their present job offered better salary.

Table 3. Reasons for being unemployed


Rankin
Statements f g
1. No job opening in the field of specialization 4 1st
2. No connection in getting job 2 2nd
3. College where I studied is not prestigious 0
4. No interest in getting job 0
5. Family situations prevent me from working 0
6. No job opening with in the vicinity of
2 3rd
residence
7. Lack of professional eligibility requirements 1 4th
8. Inadequate experience/skills/trainings 0
9. Starting pay is law/ insufficient 0
The reasons for being not employed were rank for the top 3. There are three
graduates that have no job and one of them just prefers to have her own
business. The top three ranking were stated at the table 3.

A. FELT NEED IN CARRER

POST GRADUATES TO PURSUE, PURSUED AND OTHER

Top 3 Statement Frequency Percentage


No job opening in the field of
specialization 4 100%
No connection in getting job 3 75%
No job opening within the
vicinity of my residence 1 25%
Lack of professional eligibility
requirements or credentials 1 25%
n = (3 underemployed; 1 self-employed)

In the total of 18 graduates 10% took Methods, 15% planned to take


Masterals, 0.05% took Medicine, another 10% are planning to take Bio
Specialization if their a chance and the 30% remaining decided to took BSN.
100% of the graduates were in favor for the Universidad de Sta. Isabel to
improve its Curriculum for the BS-BIOLOGY course.

CHAPTER VI

SUMMARY, CONCLUTIONS AND RECOMMENDATION

This chapter presents the Summary, Conclusions and Recommendations


based on the research regarding the where about of the Universidad de Sta.
Isabel graduates of BS- Biology course from 2001 to 2008.

SUMMARY
The researchers had collected 18 respondents out of 34 graduates of BS-
Biology. 15 of which were employed in private and government institutions,
they indicated their degree of agreement and disagreement, on the given
statements were the probable reasons of their being employed and they
ranked the reasons why their existing job was is not related to their field of
study. The remaining 3 were unemployed and 1 of it chooses to have her own
business, they also rank the first three relevant reasons for being
unemployed.

The 33% of respondents planned to take post-graduates studies, and has a


plan to take BIO Specialization because they are not satisfied of their work
and the salary were insufficient for them, 28% took another course like BSN
and other computer courses and the rest 28% were already satisfied with
what job they have now so theirs no need for them to take other
Specialization.

All of the respondents feels the need and agreed for the USI BS-Biology
curriculum to be improved.

CONCLUTIONS

1. Employment

Therefore out of 18 respondents 78% was employed, 22% were unemployed


from which the 0.05% is self-employed. That the total of the respondents out
of 34 graduates of BS-Biology.

2. Sectors of Employment
Therefore out of 78% of employed, 50% of which were in the private sectors
and the 28% were in the government sectors.
3. Job Relation to the Course Finished
Therefore, all of the graduates that are in the private sectors are Non-Bio
related and those who are in the government only 1 of them are Bio related.

4. Post Graduates Studies and Specialization


Therefore, the 10% of the respondent took a Methods and Masterals, 1 took
medicine, and some were still planning to take any of the Bio Specialization.
But the 30% of the total respondent chooses to take another course just like
BSN and other computer related course.

5. Felt Needs in the Career.


As it was reflected in the data only the 50% of them who’s receiving salary
above 10,000 to 20,000 are satisfied of their career unlike those who’s
receiving 10,000 to 5,000 below are not satisfied.

RECOMMENDATION

The University has to consider the ideas of the respondent regarding their situation
outside the real word of employment which really reflected on what they’ve been
their college years. The university should expand the scopes of training (hands-on)
by the BS-Bio students. Competitions’ is fierce in the current job market and it will be
worst in the future since current jobs and future jibs will become more highly
technical. A BS-Bio graduates from the University should be very familiar with the
laboratory skill, knows the fundamentals of how to operate old and laboratory
equipments and also they must be familiarize more on Anatomy and Physiology .
The students must be somehow exposed in the different filled in Biology, just like
having OJT’s or practicum. The professors/teachers’ must also be submitted for
annual training and enhancement for the improvement of their lectures and
presentations for the students.

After the graduation the University placements should recommend or refer the
graduates to certain companies, and they should conduct annual study to know the
whereabouts of their graduates not only the Biology but also the other courses.

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